A Virtual Learning World for Urban Tweens to Experience Possible Selves

描述(由申请人提供)：可能是我DIGISODES：青春期是儿童和成人之间的关键过渡时期，青少年根据性别、种族、族裔、社会阶层和地理位置走更不确定和更复杂的道路(Furtenberg等人，2006年和OsGood等人，2005年)。居住在城市环境中的青年面临着长期的个人和体制挑战，如暴力、破碎的家庭结构、贫困和资源不足的学校，这些使他们的成年之路变得复杂。成年的过程是基于复杂的因素网络而变化的，这些因素包括社会、社会经济和文化背景(Bronfenbrenner，1979)。研究表明，在贫困中长大和生活在低收入社区会严重威胁青少年成功成年的途径(Guldi，Page，&Stevens，2007；OsGood等人，2005)。研究人员发现，对于青少年来说，通往成年的道路是非常不同的和不平等的--一条属于“富人”的道路，一条属于“穷人”的道路，以及一条介于两者之间的道路(Furtenberg，2006)。社会结构影响着儿童和青年对他们和其他像他们一样的人能够取得什么成就和成为什么样的人的看法。可能的身份反映了个人如何思考自己的潜力和未来(Oyserman等人，2002年)。最近的研究还表明，可能的身份认同、自我调节风格和行为策略与社会认同有很强的关联(Lee和Oyserman，2009)。不幸的是，处于低社会经济环境中的年轻人暴露在过多的成人榜样面前，他们未能实现自己积极的可能身份。课外/课外方案已被确定为青年获得知识和技能的关键场所，以便对挑战及其成年过程作出明智的决定(ManLove等人，2004年)。虚拟学习环境提供模拟和真实的学习，支持批判性思维、解决问题和社会参与(Warren等人，2009年)。年轻人对互联网的使用率创历史新高，所有种族和社会经济水平的青少年中有95%使用互联网(皮尤互联网和美国生活项目，2012年)。新出现的研究发现，种族、民族和经济数字鸿沟正在缩小--尽管来自低收入家庭和资源不足社区的成年人和青少年可能没有计算机和互联网接入，但他们每天通过学校实验室、课外项目网站、社区图书馆、家庭成员、朋友和他们的手机访问互联网(Boyar等人，2011年；Rideout等人，2010年；Zikhur和Smith，2012年)。这个第一阶段的SBIR项目集中在可能的Me Digisdes，这是一个基于互联网的虚拟环境平台上的四个教育游戏系列之一，将带有商业名称After School Virtually-MILYFE。MILYFE将是一个为11-14岁的城市早期青少年提供的虚拟健康、心理社会学习和社会互动环境。该产品将作为当前课后和课外计划活动的附件，计划为指定数量的工作人员、青年和家长用户购买年度订阅。《可能的我》的目标是为城市青少年提供一种以证据为基础的吸引人的体验，以识别和构建他们希望和害怕的身份，以及在学习成绩和幸福领域实践和避免的行为的战略计划。我可能会围绕四个数字，每个数字代表四个游戏地点-1)我的梦想世界，2)他人之谷，3)失望之桥和4)希望之海。指导项目第一阶段的两个主要目标：1)通过与专家和最终用户的启发活动开发可能的Me Digisdes原型；2)使用定量和定性的方法评估可能的Me Digisdes原型。第一阶段的活动涉及一个跨学科的专家团队，并将为第二阶段所有四个数字代码的完整和最后一套组成部分的构建奠定基础。此外，第二阶段的活动将包括一项多地点随机对照评估，重点是学业成绩和福祉领域的行为结果。

DESCRIPTION (provided by applicant): POSSIBLY ME DIGISODES: Adolescence is a crucial period of transition between childhood and adulthood, with teens following more uncertain and complex paths based on gender, race, ethnicity, social class, and geography (Furstenberg et al., 2006 & Osgood et al., 2005). Youth residing in urban environments face persistent personal and institutional challenges, such as violence, broken family structures, poverty and under-resourced schools that complicate their paths to adulthood. The passage to adulthood is varied based on a complex web of factors, which include social, socioeconomic, and cultural contexts (Bronfenbrenner, 1979). Research studies have established that growing up in poverty and living in low-income neighborhoods can seriously threaten a teen's successful passage to adulthood (Guldi, Page, & Stevens, 2007; Osgood et al., 2005). Researchers have uncovered very separate and unequal pathways to adulthood for teens-one for the "haves", one for the "have-nots", and a path for those who are in-between (Furstenberg, 2006). Social structures affect the perceptions that children and youth have about what they and others like them can achieve and who they can become. Possible identities reflect how individuals think about their potential and their future (Oyserman et al., 2002). Recent studies also show that possible identities, self-regulatory styles, and behavioral strategies have strong associations with social identity (Lee and Oyserman, 2009). Unfortunately, youth in low socioeconomic settings are exposed to a plethora of adult role models who have failed to attain their positive possible identities. After-school/out-of- school-time programs have been identified as key venues for youth to gain knowledge and skills to make informed decisions about challenges and their progression to adulthood (Manlove et al., 2004). Virtual learning environments offer simulations and authentic learning that support critical thinking, problem solving and social engagement (Warren et al., 2009). The use of the Internet by youth is at an all-time high with 95% of teens of all ethnicities and socioeconomic levels using the Internet (Pew Internet and American Life Project, 2012). Emerging studies are finding a decrease in the racial, ethnic, and economic digital divide-while adults and teens from low-income homes and under-resourced communities may not have computers and Internet access in their homes, they access the Internet daily through school labs, out-of-school-time program sites, community libraries, family members, friends and their cell phones (Boyar et al., 2011; Rideout et al., 2010; & Zikhur and Smith, 2012). This Phase I SBIR project concentrates on the Possibly Me Digisodes, which is proposed as one of four educational game series on an Internet-based virtual environment platform that will carry the commercial name of After School Virtually-MILYFE". MILYFE" will be a virtual health and psychosocial learning and social interaction environment for urban early adolescents, ages 11-14. This product will serve as an adjunct to current after-school and out-of-school-time program activities, with programs purchasing annual subscriptions for a designated number of staff, youth and parent users. The goal of the Possibly Me Digisodes is to offer an evidence-based and appealing experience for urban adolescents to identify and construct their hoped-for and feared identities, along with strategic plans for behaviors to practice and avoid, in the domains of academic performance and well-being. Possibly Me will revolve around four digisodes, each represented by four game sites-1) My World of Dreams, 2) The Valley of Others, 3) Disappointments Bridge and 4) The Sea of Hope. Two primary aims guide Phase I of the project: 1) Develop the Possibly Me Digisodes Prototype through Elicitation Activities with Experts and End-Users and 2) Evaluate the Possibly Me Digisodes Prototype Using Quantitative and Qualitative Methods. The Phase I activities involve a transdisciplinary team of experts and will provide the foundation for the construction of a full and final set of components for all four digisodes in Phase II. Additionally, the Phase II activities will consist o a multi-site randomized controlled evaluation that focuses on behavioral outcomes in the domains of academic performance and well-being.